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Lesson 9. Перевір себе

Мета:

  • навчальна:активізувати та закріпитививчений лексико-граматичнийматеріал, вдо­сконалювативміння та навичкиаудіювання, читання, письма, усногомовлення, ре­агуватиневербально на запитання, якіпотребуютьпростихвідповідей, формувати в учнівкомунікативнукомпетенцію, закріпитиприслівники способу дії та вживан­няїх у мові з опорою на текст, розвивати та удосконалюватимовленнєвікомпетенції;
  • розвивальна:вчитиуважностежити за презентованоюінформацією, ефектив­носпівпрацюватипід час парної та груповоїроботи, мотивуватиготовністьбрати участь в іншомовномуспілкуванні, мотивуватибажання до подальшогосамовдос­коналення у галузіопануванняіноземноїмови, розвиватимовнуздогадку;

  • виховна:зацікавитиучнів темою уроку, привернутиїхнюувагу до вивченогомате­ріалу, допомогтиїм бути розкутими у спілкуванні, виховуватитолерантнеставлен­ня до однокласників, викликати в дітейбажаннявчитися; вивчатиіноземнумову; виховуватидисципліну, звичку до систематичноїрозумовоїпраці.
  • Обладнання:таблиця «Пори року», «Свята», картки, пов’язані з порами року та різ­номанітнимизаняттями.

Хід уроку

WARM-UP

  1. Jump Game

Ask children to stand at their desks. Hold up a flashcard from the vocabulary set and say a word.

If the word is the same as the flashcard, they jump. If it isn’t, they keep still.

Alternatively, ask pupils to put their hands up if the word you say and the flashcard are the same.

  1. Find the Card Game

Play with the whole class. Ask two children to wait outside the classroom door for a moment. While they are outside the door, stick one of the vocabulary cards somewhere in the classroom, where it is “hidden” but nevertheless visible without moving anything. Involve the rest of the class in the process of hiding. Ask the two children to come back into the classroom and everyone asks e.g. “Where’s the robot?” The two pupils are looking for the vocabulary card of the robot and the rest of the class is helping by saying “Hot! Hot! Hot!” if the pupils are moving to the card and “Cold! Cold! Cold!” if they are moving away. When they find the card, the two pupils say e.g. “Here’s the robot!” and everyone claps and says “Hurray!” Repeat several times with different pupils.

PRESENTATION

  1. Read the Grammar pattern with the adverbs of frequency with the present simple. Pay attention to the adverbs of frequency “always”, “often” and “sometimes”.

PRACTICE

  1. Match the pictures with the sentences (p. 86, ex. 1)

Look at the pictures. Read the the sentences under the pictures. Drill the pronunciation of the words in colour. Pay attention to the place of the adverbs of frequency in every sentence. Explain the rule in the mother tongue.

Pair work

Ask pupils to look at the pictures and match them with the sentences. Name the picture and ask pupils to read the sentences to every picture. Then pupils name the number of the picture and the teacher reads a sentence.

Correct the answers if necessary.

If you have some time you can write the sentences and the numbers of pictures in the pupils’ exercise books.

If pupils have some difficulties to match sentences with the pictures help them. Walk round the class and praise their efforts “Good! Well done!”

READING AND WRITING

  1. Write negative sentences (p. 87, ex. 2)

Tell pupils they are going to make negative sentences. Ask pupils to read the example. Explain the rule in the mother tongue. Pupils read the example again and follow the pattern in their books. Read again once or twice.

Ask pupils to go to the board one by one. They read the sentences and write negative variants.

  1. Make up questions. Use “do” or “does” (p. 87, ex. 3)

Read the example. If necessary, translate the sentences into their native language. Remember that they use “do” and “does” in questions.

Pupils read and follow the pattern in their books. Read it again once or twice. Repeat chorally and individually. Monitor the activity and help where necessary. Write the questions on the board. Use two answers a short answer and a full one. Repeat chorally and individually questions and answers.

  1. Say what you can do at the party (p. 87, ex. 4)

Stick many pictures which describe activities at a party.

Ask pupils to name them. Pupils read the beginnings of the sentences and complete them using the pictures on the board. Then ask strong pupils to read the sentences and complete them with suitable words. Monitor the activity and help where necessary. Do choral and individual repetition. Help or correct the pupils if they have difficulties in reading.

Repeat with several different pupils.

If you have enough time, write the text down in pupils’ exercise books.

Project work. Make a poster about your favourite holiday (p. 87, ex. 5).

Groupwork

Give pupils a lot of pictures of different holidays. Pupils choose the holiday they like best of all. Pupils stick suitable pictures on a sheet of paper.

Then ask pupils to describe the pictures using different information from the lessons. Monitor the activity and help where necessary. If pupils don’t have enough time you can finish the work next lessons.

ENDING THE LESSON

Teacher Can’t Remember Game

Tell pupils you can’t remember some of the words from a particular vocabulary set so you Want them to help you. Show them some flashcards and say some words. This time use verbs with prepositions.

Home work

Read (p. 86, ex. 1)

Further practice

Use Workbook tasks at the lesson or at home.

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